Classroom Structure
When running a 2 hour literacy block, no matter where you are, they are based on a whole-part-whole framework. This means, the class starts off as a whole class (whole) to discuss the task ahead (and do any activities, such as reading, watching, etc... to ready students for the group work), then break into smaller groups (part), and finally regroup for the final section of the block (whole).
At the start of the year, most classrooms are set up with students allocated by the teacher into smaller labeled groups. These groups are often named as colours in order to familiarise children with them, however, in some schools they are named after different things (example: animals, numbers) that are equally important for children become familiar with during the early years.
The groups can then be allocated to different activities on a rotating schedule so that all students have the chance to do creative, written, drawn and reading activities. Furthermore, the rotating schedule ensures that the teacher has a chance to listen to, watch, analyse and assist every student in the class.
The tables in the classroom are set up in a way that children are able to work with other, converse, and help each other when necessary. Formations of squares, rectangles or circles are good for this purpose. These formations enable teachers to set different activities up on different tables, and then ask groups to go to a certain activity.
The classroom that I observed was set up very much in this manner. Using guided reading, the teacher was able to assess how well the students were reading, and assist them where possible on a much smaller, more personalised, scale.
Usually, the class I observed had an parent helper but due to certain circumstances they were unable to attend the class. For this reason, the teacher asked me to become actively involved in their class and to interact with, listen to, assist, and control students. This was a good opportunity for me to observe how the classroom was structured, the effect each activity had on students, how they were relevant, and the way that early years students behave and the areas in which they need the most assistance.
When running a 2 hour literacy block, no matter where you are, they are based on a whole-part-whole framework. This means, the class starts off as a whole class (whole) to discuss the task ahead (and do any activities, such as reading, watching, etc... to ready students for the group work), then break into smaller groups (part), and finally regroup for the final section of the block (whole).
At the start of the year, most classrooms are set up with students allocated by the teacher into smaller labeled groups. These groups are often named as colours in order to familiarise children with them, however, in some schools they are named after different things (example: animals, numbers) that are equally important for children become familiar with during the early years.
The groups can then be allocated to different activities on a rotating schedule so that all students have the chance to do creative, written, drawn and reading activities. Furthermore, the rotating schedule ensures that the teacher has a chance to listen to, watch, analyse and assist every student in the class.
The tables in the classroom are set up in a way that children are able to work with other, converse, and help each other when necessary. Formations of squares, rectangles or circles are good for this purpose. These formations enable teachers to set different activities up on different tables, and then ask groups to go to a certain activity.
The classroom that I observed was set up very much in this manner. Using guided reading, the teacher was able to assess how well the students were reading, and assist them where possible on a much smaller, more personalised, scale.
Usually, the class I observed had an parent helper but due to certain circumstances they were unable to attend the class. For this reason, the teacher asked me to become actively involved in their class and to interact with, listen to, assist, and control students. This was a good opportunity for me to observe how the classroom was structured, the effect each activity had on students, how they were relevant, and the way that early years students behave and the areas in which they need the most assistance.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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